|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Competence-based education and the limitations of critique|
|Citation:||Edwards R (2016) Competence-based education and the limitations of critique. International Journal of Training Research, 14 (3), pp. 244-255. https://doi.org/10.1080/14480220.2016.1254366.|
|Abstract:||Drawing upon the work of Foucault and Latour, this article reflects on 25years of critique of competence-based education and its continuing strength as a way of framing education and training. Using an example from England, it rehearses the argument from Foucault that, despite its student-centred discourse, competence-based education can be positioned as one of the disciplining techniques in modern societies. However, beyond the research community, such critiques have had little impact. The article seeks to explore this by drawing upon Latour’s argument that conventional forms of critique have run out of steam. This indicates the need for new forms of educational critique as a means of having impact on policy and practice. The article is theoretically driven and exploratory.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in International Journal of Training Research on 12 Dec 2016, available online: http://www.tandfonline.com/10.1080/14480220.2016.1254366|
|Edwards-CBT and critique-post review.pdf||Fulltext - Accepted Version||138.53 kB||Adobe PDF||View/Open|
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